Final Self-assessment

1st Pillar: Self Regulation

        This semester, if I'm being honest, I don't think my self regulation has improved that much. Like last semester, I have trouble finishing assignments on time, as well as stay on task in class. However, the assignment I didn't finish yet is the Romeo and Juliet essay. But, lately I've been able to complete my work at home. Granted, 50% of my work is put up later than it's supposed to be. I don't have a problem with listening and paying attention in class, as well as helping others or giving suggestions. For example, I've edited both Sarah's and Sukhleen's Final essay for our pressure unit. I helped out sorting theme statements/thesis statements. When we are working in groups, I give insight and ideas. I typically stay in task when we work in groups. However, individually I could do better, I often loose focus and check twitter or whatever on my device. Although I don't comment often, when I do I really think about it and make sure it's in a respectful manner. 

Total: 18%

2nd Pillar: Quality of Communication Skills 

             One of the expectations from the prescribed learning outcomes is to: 

8. B8  explain and support personal responses to texts, by
   – making comparisons to other ideas and concepts
   – relating reactions and emotions to understanding of the text – explaining opinions using reasons and evidence
   – suggesting contextual influences 
   

An example of me displaying this is when we were doing the poetry assignment, and I think the best example of me showing this is from the discussion for How is your Heart by Charles Bukowski. I analyzed the theme, meaning and tone in all possible aspects and figured out which one made most sense to me. 

Examples:

Another expectation from the PLO's:

5. 5. C7  select, adapt, and apply a range of strategies to revise, edit, and publish writing and representing, including
      – checking work against established criteria
      – enhancing supporting details and examples – refining specific aspects and features of text – proofreading 
      
   Throughout the class, I always revise and edit my work after I'm finished, fixing errors or moving sentences around and occasionally change phrases. Before finishing I make sure everything is in order and good in my standards. Additionally, I proofread other's work really often, and make suggestions and explain different concepts, such as different theme statements and thesis statements. I also help figure out the different types of essays we have the choice of writing, like with our essay on pressure. 
   
   Finally, the last PLO is: 
6. 2 write purposeful information texts that express ideas and information to:
7. – explore and respond 
8. – record and describe
9. – analyse and explain
10. – speculate and consider
11. – argue and persuade
12. – engage

 I show this through my final essay on pressure, my synthesis essay, as well as my final response on relationships. An example from my final essay:

An example from my final response:

Total:32%

5. 3rd Pillar: Contribution to the learning environment 
6. When it comes to commenting, I fall flat, because I hardly comment at all however, when I do I think I do a good job, because I try to make my comments helpful/thoughtful, so I can actually help them improve their work. Additionally, I help proof read and edit other people's assignments, and give them some input on their work. During group talks, I also contribute regularly, giving new ideas. 

Total: 25%

Total percentage:75% 

Effects of Pressure

Synthesis Essay
Theme statement: "We tend to sabotage the very thing we care most about"
Thesis statement: Both of Christopher's parents loved Christopher, however their own thoughts and ideas poisoned their relationship with their son, only pushing him away and sabotaging his chances for a better future.

               Relationships have always been a difficult topic to fully grasp, because of the complexity of human behaviour. That being said, it is also difficult to predict what people do under pressure, harder yet to discuss if their actions were justified. In the novel The Curious Incident of the Dog in the Night-time, the main character's parents feel a heavy amount of pressure. Although both accomplish terrible deeds, there is in no doubt that they love Christopher. However, they potentially damage their son's future in the process and put their own feelings and pressure before Chris. By all means, despite how stress induced they are, what they did was not justified.

           The effects on a parent, to not be able to hug or even barely touch their own child at all builds pressure. Pressure to take care of Chris better and the guilt of not doing so would be incredibly heavy to carry, especially when they love him dearly. Both of Christopher's parents felt the same pressure, and both of them reacted  differently. To cope with the pressure, the stress, and the guilt, both of them pushed it away, running from responsibilities.

           Christopher's mother, specifically, literally runs away from the main source of stress in her life. Learning how to deal with her son, including the pressure that comes with it, and the arguments that arise with her spouse; she retreats away from everything. Despite doing this, she still loves Christopher. She writes him letters, telling him about her new life without him. Her affair with Mr. Shears was the perfect excuse to leave, furthermore, her absence aided her reasoning  that Christopher's life would be better of without her son. When reunited with Christopher, she is delighted to see him again. However, over time she quickly behaves the same way as before; impatient and brash. Although taking care of a child with autism is challenging, you need patience, which is something Judy does not have.

            Christopher's father, throughout the book, was portrayed as a patient parent; at least compared to his wife. If he was truly patient and understanding towards his son, he should have had no problem with telling his son where his mother went. At some times, adults think as if they should not burden their children, but in this case, he used that reasoning as justification to withhold information from him. He does not want Chris to blame him for his mothers absence like how he blames himself. He tells Christopher "We all make mistakes Christopher. You, me, your mom and everyone. Sometimes they're very big mistakes. We're only human." Granted, the pressure and stress would break anyone; but that does not mean he should be forgiven.

              The pressure that broke Christopher's parents only put more pressure on Chris, pressure from his parents that potentially affected his future when he took his Grade A maths test.